Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education

2001/06/01 by Edmund T. Emmer, Laura M. Stough · 1,032 citations
Psychology · Social Sciences · #Affect (linguistics) #Behavior management #Classroom management #Collaborative Teaching and Inclusion #Developmental psychology #Educational and Psychological Assessments #Educational psychology #Inclusion (mineral) #Mathematics education #Pedagogy #Perspective (graphical) #Plan (archaeology) #Psychology #Social psychology #Teacher Education and Leadership Studies #Teacher education

paper · pdf · doi:10.1207/s15326985ep3602_5

published in Educational Psychologist 36(2), 103-112 (Routledge)

openalex publication_date 2001/06/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29

Abstract

Research on classroom management is reviewed, with an emphasis on lines of inquiry originating in educational psychology with implications for teacher education. Preventive, group based approaches to management provide a basis for teachers to plan and organize classroom activities and behaviors. Studies of teacher expertise and affect provide additional perspective on teacher development and on factors that influence management. Cooperative learning activities and inclusion of children with special needs illustrate particular contexts that affect management. Utilization of classroom management content in educational psychology components of teacher preparation is discussed.

Citations

• Those Who Understand: Knowledge Growth in Teaching

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